Impact of Process Writing Strategies on Institutional Location of Undergraduates in Science and Technology-Based Campuses

Babangida Ibrahim Yarima

Abstract


The study investigated the impact of written English strategies associated with process writing of undergraduates in science and technology-based universities on their institutional location. A quasi experimental research design was adopted using pre test, mid way and post test. Science and Technology fresh students of the two universities constituted the population, from which a total of Two Hundred participants was drawn to make the sample. Two sample t test analysis conducted revealed that no significant difference existed between the two institutions selected after an exposure to treatment activities, implying the retention of the null hypothesis and the rejection of the alternate hypothesis. Thus, findings from the study revealed that, students’ institutional location does not affect their process writing strategies.  In the light of the findings obtained from both quantitative and qualitative data, the study recommends, among other things, inter institutional collaboration in the teaching of writing and the establishment of writing centres.    


Full Text:

PDF

References


Aborishade, P.A. (2007). Reading to write: Nigerian context of an in-sessional EAP provision. Retrieved: April 18, 2011 from http//www.hum.port.ac.uk/sks/pastconferenceproceedings/baleap-im/files.Aborishade.pdf.

Allwright, R. L. ; Woodley, M. P. & Allwright, J. M. (1988). Investigating reformulation as a practical strategy for the teaching of academic writing. Applied Linguistics. 9,236-256.

Badger, R. & White, G. (2000). “A process genre approach to teaching writing, ELT Journal 54/2, 122-152.

Barras, R. (1978). Scientists must write – A guide to better writing for scientists, engineers and students. New York: Willey and Sons Inc.

Booth, A. (2009) “Professional writing: 5 attitudes which will kill your career.†Retrieved June 6, 2009 from http://copywriter.typad.com/copywriter/2009/02/professionalwriter.

Braine, G. (1994). “Starting ESL classes in Freshman writing programsâ€, TESOL Journal 3-4 (1994): 22-25.

Brown, T. L, Glasswell, K & Harland, D. (2004). Accuracy in the scoring of writing: Studies of reliability and validity using a New Zealand writing assessment system, 9, 105-121.

Crème, P, & Lea, M. R. (2003). Writing at university – a guide for students 2nd edition. London: Oxford University Press.

Dudley-Evans, T. (2001) English for Specific Purposes: Cambridge guide to TESOL. Cambridge University Press. English for Specific Purposes, 15,311-24.

Ellis, R (1990) Understanding second language acquisition, New York: Oxford University Press

Flower, L. S & Hayes, J. R (1984) “Images, plans and prose: the representation of meaning in writingâ€. [electronic version] Written Communication, 1, 120-160.

Flowerdew, L. (2000) using a genre-based framework to teach organizational structure in academic writing. ELT Journal 54/4, 369-378.

Frakenberg – Gracia, A. (1999) “ Providing a student writer with pre-text feedback. ELT Journal 53, 2, 100-106

Graham, S. & Perin, D. (2006) Writing next: effective strategies to improve writing of adolescents in middle and high school,Washington, DC: EE. Retrieved May 21, 2009 from www.all4ed.org/publications/writingnext.Pdf

Gunnarsson, B. L. (1997) The writing process from a sociolinguistic view point [electronic version]. Written Communication 14/2, 139 – 188. Retrieved: June 24, 2009 from http//wcx.Sagepub. Com/cgi/content/abstract/14/2/139.

Haas, C. (1989). How the writing medium shapes the writing process: Effects of word processing on planning. JSTOR: Research in the Teaching of English, 2, 181-207.

Hanrahan, M (1998) The effect of learning environment factors on students’ motivation and learning, retrieved: 23/08/05 from eprints.quit.edu.au/1352/1/hanrahan-ijse.pdf

Hayes, J. R & Nash, J. G (1996). On the nature of planning in writing. In Levy C.M. and Ransdell, S. (Eds) The Science of Writing. Mahwah: L E A.

Howard, S A & Schendel, H (2009) Making the writing centre a writing environment, Retrieved: 11/06/10 from www.ideastap.com/ideasmag/the-knowledge/how-to-create-perfect-writing-environment

Huang, S & Liu, H (2006) Communicative language teaching in multimedia language lab, The Internet TESL Journal, 6 (2)

Hutchinson, T. & Waters, A (2004). English for Specific Purposes 19th edition. Cambridge: Cambridge University Press.

Hutchinson,T. & Waters, A. (1987). English for Specific Purposes – A Learning Centred Approach. Cambridge: C U P.

Hyland, F (2000). ESL writers and feedback: giving more autonomy to students. Language Teaching Research, 4 (1), 33-54.

Jacoby, S., Leech, D. & Holten C. (1995). A genre-based developmental writing course for undergraduate ESL science majors. In D. Belcher & G. Braine (Eds), Academic writing in a second language (pp 351-374). Norwood, AJ: Ablex.

Kaewpet, C. (2009). Communication needs of Thai civil engineering students. English for Specific Purposes, 28, 266-278.

Kress, G. (1994). Learning to Write Second Edition. New York: Routledge.

Larsen-Freeman, D & Long M H (1991) An introduction to second language acquisition research, New York: Longman Group

Mason, T (2006) Interlanguage and fossilisation: Critique of Krashen (Lecture 8- A Recap), Retrieved: 20/01/2007 from Timothy Mason’s Site

Nordquist, R. (2007) “The Write Attitude and Your Writing Goals.†Retrieved:June 09, 2009 from http://grammar.about.com/od/attitudesandgoals/a/attitudegoals.htm.

Nwoke, A. & Maisamari, A. M. (2000). The English for science and technology (EST) teacher as a collaborator, Retrieved: November 07, 2009 from displace.unijos.edu.ng/handle/10485/535.

Olaofe, I. A. & Mesembe, C. S. (2006). Reading in Advanced, Tertiary and University Second Language Contexts: a clause Relational Approach, Zaria: Tamaza.

Pagano, N., Bernhardt, S A , Reynolds, D, Williams, M, & McCurrie, M K (2013) An inter-institutional model for college writing assessment, retrieved: 06/02/14 from sites.udel.edu/files/2013/01/CCCassess.pdf

Paltridge, B. (2001). ‘Linguistic research in EAP pedagogy’, in J. Flowerdew and M. Peacock (Eds) Research Perspectives on English for Academic Purposes. Retrieved: November 16, 2009 from www.faculty.edfac.usyd.edu.au/staff/paltridb

Polio, C (1992) An introduction to second language acquisition, Issues in applied Linguistics, 3 (2), 344-347

Seow, A (2002). ‘Process writing as a classroom activity’, In Richards, J. C and W. A Renandya (Eds) Methodolgy in Language Teaching : An anthology of current practice. C U P. pp 315-321.

Shin, S. K (2007). ‘Fire Your Proof reader!’ Grammar Correction in the Writing Classroom†ELT Journal, 62/4,358-365.

Syrquin, A. F (2006) Registers in academic writing of African- American college students. [electronic version]. Written Communication 23 (1), 63-90. Retrieved June 24, 2009 from http//wex.sagepub. Com/egi/content/abstract/23/1/63.

Taylor, S. (2006). Model business letters, E-mails and other businness documents (6th Edition). New Delhi: Dorling Kindersley PVT Ltd.

Tomlinson, B. (1983) An approach to the teaching of continuous writing in the ESL classes, ELT Journal, 37(1), 23-46.

Udoeyo, F. F. & Wudiri, A. J. (1996). Future engineers and the science of English language. Bauchi Liberal Studies Series, 1 (1), 76-81.

Walker,R. & Riu, C.P (2008). Coherence in the assessment of writing skills, ELT Journal, 62 (1), 18-27.

Xiang, W. (2004). Encouraging self-monitoring in writing by Chinese students, ELT Journal, 58/3,238-46


Refbacks

  • There are currently no refbacks.